“Shrine20221211 10023 1b0vrdm” in “Exploring Ceremonial Language Through Ad-Lib Gaming and Editing”
Exploring Ceremonial Language Through Ad-Lib Gaming and Editing
Prepared by: Kate Swartz
Purpose
The purpose of this activity is to orient students to the importance and utility of ceremonial language when preparing a ceremonial address. It also encourages students to think critically about how to adapt language that would be appropriate for one form of address/context to a new situation.
Applicable Chapters/Concepts
Chapter 15: Ceremonial Speaking (Mapes, 2019)
Specifically: Sections 2.1 Adapt to the Occasion
2.2 Adapt to Your Audience
3.1 Special Occasion Language
Learning Goals
- Explore the relationship between language, speech tone, and appropriateness
- Engage students in the process of self- and peer-editing
- Expose students to a variety of ceremonial speech forms
Corresponding Course Objective
“3) Critically evaluate speeches – your own, those of your peers, and those outside of the classroom – according to the rhetorical principles covered in this course”
Materials
- 1 Ad-Lib sheet per student
Time
Approx. 50 minutes
Process
Before the Activity
- Introduce the following concepts to the class:
- Ceremonial speaking
- Proper language
- Material from the corresponding chapters can be used to aid in the facilitation of these concepts.
During the Activity
- Pair students using your preferred method
- Example methods would be student-generated groups, students sitting next to one another, or randomized pairing using playing cards, randomized draw, or another method that mixes up the class
- Recommended for groups of three with their own sheets, or larger groups in which there is only one sheet per group.
- Hand each student an Ad-Lib sheet (see attached). Students should have different sheets from one another to preserve the game aspect. For example, Student A could have a Commencement Speech sheet, Student B could have an Acceptance Speech sheet, Student C could have a Wedding Toast.
- Inform students that they are not to tell their partners what the theme of the sheet they are holding is. Instruct them to ask for fill-in words for the missing sections, prompting their partners for a word(s) with the prompt written below in italics. A sample can be shown for further clarification, if needed.
- Give students time to ask each other for the missing words, filling out their sheets.
- Once students have filled out their sheets, ask them to read the completed speech to their partners, using the prompted words in place of the blanks.
- Once everyone’s sheet has been read out, invite students to share some of their funnier answers/sentences with the class at-large. Encourage them to think about how, while amusing, these answers changed the tone of the speech and turned it into a game, rather than a genuine piece.
- Have students get back in their groups and cooperatively edit the speeches, replacing their prompted words with language they would consider more appropriate for the speech situation.
- Invite students to read their completed, edited speeches aloud (aim for one speech per speech-type, for maximum discussion). Invite other students to comment on the editing, and if they had different edits, what those were. Emphasize that there may not be a singular correct answer, rather, a variety of ways in which the speech can be appropriately adjusted and edited, depending on the speaker.
After the Activity
- Debrief the activity with students. Filled-out papers may be kept by students for reference or collected as part of an in-class participation grade.
Debrief/Follow-Up Questions
These questions are designed to get students to think critically about the actions they just undertook during the activity, as well as emphasize the importance of language choice when writing (ceremonial) speeches.
Questions 1 and 4 are designed to encourage student reflection on their task and the actual process of speech writing. Questions 2 and 5 are designed to ask students about the tone and presentation of different speeches, encouraging them to consider how they feel about the speeches they were given and how they would choose to present themselves if giving that type of speech. Questions 3 and 6 are designed to emphasize the importance of appropriate language and presentation during speeches, asking students to put themselves in a theoretical position of delivering the speeches and reflect on the emotions they experience as a result.
- How did you originally select the words you partner prompted you to fill out?
- Once you heard the type of speech for which you’d been providing words, did you regret any of your choices or anticipate words that would not fit the tone of the speech?
- How did hearing your speech read aloud with your suggestions make you feel?
- If you were told you had to give that exact speech, would you feel comfortable? Confident?
- How did you decide what words you would change or alter during editing?
- How did editing your speech affect the tone of it?
- If you were told you had to give your edited speech, would you feel comfortable? Confident?
Assessment
Assessment of this activity is largely based on student responses to debriefing questions, though it could be supported by collection of the students’ papers and comparisons of their original sheets to their edited ones. Instructor discretion is advised when considering the efficacy of this activity. Comparison of student answers to debriefing questions 3 and 6 could be used as a simple model through which student learning and reflection could be measured.
Limitations
This activity places the concept of language appropriateness and speech tone in a superficial, humorous setting. Consequently, deep student learning and holistic reflection may not be possible. Additionally, only three ceremonial speech types are provided as an example. While instructors could increase this by creating their own sheets, additional labor would be needed to expand this resource.
Variations
- Different types of speeches
- Speeches could be “cut short” (retaining the first paragraph and no more)
- Group sizes and the amounts of sheets/group could be adjusted
- Groups could edit other group’s speeches
References
Mapes, M. (2019). Speak Out, Call In: Public Speaking as Advocacy. KU Libraries.
Exploring Ceremonial Language Through Ad-Lib Games
Prepared by: Kate Swartz
Purpose
The purpose of this activity is to orient you to the importance and utility of ceremonial language when preparing a ceremonial address. It also encourages you to think critically about how to adapt language that would be appropriate for one form of address/context to a new situation.
Learning Goals
- Explore the relationship between language, speech tone, and appropriateness
- Engage in the process of self- and peer-editing
- Expose yourselves to a variety of ceremonial speech forms
Corresponding Course Objective
“3) Critically evaluate speeches – your own, those of your peers, and those outside of the classroom – according to the rhetorical principles covered in this course”
Materials
- 1 Ad-Lib sheet
Time
Approx. 50 minutes
Process
- Get into groups of three
- Once handed a sheet, do not tell your partners what sheet you have!
- Take ~25 minutes to ask each other the prompts (in italics below the blanks) and write in what your partners say. Remember not to give them context for the prompt. Make sure your partners also fill in their sheets with your answers.
- Once completed, read your sheet to your partners in its entirety. Note what works and what does not work given their answers. Make sure your partners do the same for you.
- Once everyone’s sheet has been read out, you may share your speech with the class. Think about how, while sometimes amusing, some answers changed the tone of the speech and turned it into a game, rather than a genuine piece.
- Get back in your groups and cooperatively edit the speeches, replacing your prompted words with language you would consider more appropriate for the speech situation. Work with your partners to edit your speeches. You’ll have about ~15 minutes.
- You may read their completed, edited speeches aloud.
- If you aren’t reading your speech, comment on the editing, and if you had different edits for the same speech type, what those were. There may not be a singular correct answer, rather, a variety of ways in which the speech can be appropriately adjusted and edited, depending on the speaker.
Follow-Up Questions
These questions are designed to get you to think critically about the actions you just undertook during the activity, as well as emphasize the importance of language choice when writing (ceremonial) speeches.
- How did you originally select the words you partner prompted you to fill out?
- Once you heard the type of speech for which you’d been providing words, did you regret any of your choices or anticipate words that would not fit the tone of the speech?
- How did hearing your speech read aloud with your suggestions make you feel?
- If you were told you had to give that exact speech, would you feel comfortable? Confident?
- How did you decide what words you would change or alter during editing?
- How did editing your speech affect the tone of it?
- If you were told you had to give your edited speech, would you feel comfortable? Confident?
References
Mapes, M. (2019). Speak Out, Call In: Public Speaking as Advocacy. KU Libraries.
Commencement Speech
___________________. We have gathered here today to celebrate the Class of ________, these _______ students who, like many members of ______________, are about to embark on a new journey down the ____________ Road called “life.” During the __________ years I attended the University of ___________, I learned many ___________, encountered a some ____________, and ultimately found a passion for ________________.
noun or verb
plural noun
plural noun
place
number
adjective
place
number
year
salutation
These ____________ experiences lead me to where I am (at) __________. If I can offer any wisdom, it is to always _______________, sometimes _____________, and never ____________. During my time at ___U, I stumbled down some ________ paths: too much ___________, not enough ___________. But, by _____________, relying on my _____________, and speaking to my _____________, I eventually got back on track. It is because of these __________ experiences that I know the value of ____________. Looking ahead, I hope to keep my “_____________” in the center lane, ask for _____________ when I need them, and enjoy the _____________.
noun
plural noun
noun
noun
adjective
plural noun
plural noun
-ing verb
noun
noun
adjective
letter
verb
verb
verb
time
adjective
________________, everyone. We’re in the __________ lane now.
adjective
exclamation
Wedding Toast
I’d like to begin by ____________ everyone for coming out (at) _______________. It is great to see so many ____________ faces here, ____________ the ____________ and _________. Their love is __________ to all who know them, especially those who have known them the past __________ years. To my __________ ____________, I want you to know how ______________ it is to see you so _____________. It is clear that this _____________ makes you happier than _____________, even happier than ____________.
noun
noun
noun
emotion
adjective
relationship
adjective
number
adjective
noun
noun
-ing verb
adjective
time
-ing verb
To the newest member of my ___________, welcome. I knew from the moment I ___________ you that you would be __________ to my ___________. I cannot wait to see your ____________ grow over the next ____________ year(s). I __________ that you will always __________ for one another, treat each other with _____________, and make each other ____________. When you argue, remember not how ___________ you are in the moment, but how _______________ you make each other every ___________.
time
emotion
emotion
noun
noun
verb
verb
number
noun
relationship
adjective
past tense verb
noun
I’d like to ask everyone to ___________ me in a toast. Please, _________ your ________ and help me _______________ the happy ____________. May this be the ____________ day of the rest of your _________________.
plural noun
ordinal number (1st, 2nd, 3rd, etc)
noun
noun
verb
verb
verb
Acceptance Speech
______________! I cannot believe this is happening. Never in my __________ ________ did I think that I would be __________ with this __________. Of course, I couldn’t have __________ it alone. My __________ and ___________ supported me every step of the way. When I was _________ years old, I decided I wanted to be a ____________. I was told by many __________ that it would be ____________ to achieve this dream, but I _______ that with hard ________ and ____________, it would be ____________.
adjective
noun
noun
past tense verb
adjective
plural noun
profession
number
noun
noun
past tense verb
noun
past tense verb
plural noun
-est adjective
exclamation
I’d like to __________ everyone who ____________ for me, everyone who ____________ me, and everyone who continues to _____________ me. Without the support of my __________, I would not be standing here (at) _____________. I’d also like to take a ____________ to talk to everyone at ___________. If you have a ________ of becoming a __________, being ___________ for your work, ___________ on a stage like this one, you _____________. There is no __________ why you shouldn’t be where I am in ________, ___________, _________ years. It is not always going to be _________, but it will always be _____________. To my fellow _____________, thank you for the work you did. I greatly ____________ it. To everyone else, ___________ you, and ____________ your evening.
verb
verb
adjective
plural noun
adjective
adjective
number
number
number
noun
verb
-ing verb
past tense verb
profession
verb
place
unit of time
place
plural noun
verb
past tense verb
past tense verb
verb
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